2013-14 TCAP Writing AssessmentShifts in Alignment To PARCC

Realignment

● To assess CCSS for ELA● Three key shifts:

○ Build knowledge through informational text○ Read complex texts○ Respond with textual evidence

● Format resembles PARCC which will assess both reading and writing

2013 State Results

● Four Categories: Focus/Organization, Support/Elaboration (labeled as Development in the new rubric), Language/Style (labeled as Language in the new rubric), Conventions

● Conventions was the highest scoring trait.

● Support/Elaboration was the lowest scoring trait.

2013 West Carroll results● 5th gr.Language/Style was the highest scoring trait.Focus/Organization was the lowest scoring trait.● 8th gr.Conventions was the highest scoring trait.Support/Elaboration was the lowest scoring trait.● 11th gr.Focus/Organization was the highest scoring trait.Support/Elaboration was the lowest scoring trait.

Format Overview

● There will be a four-week testing window from February 3 – February 28, 2014.○ Required Grades 5, 8,11 - Testing Window Feb. 3-14

○ Optional Grades 3, 6, 9 - Testing Window Feb. 17-21

○ Optional Grades 4, 7, 10 - Testing Window Feb. 24-28

○ MIST Literacy Portal Closed to other testing during required grades testing window.

○ Teacher discussion: When (one day, multiple days); Where (homebase or class time)

● Districts required to test in grades 5, 8, 11. Optional other grades 3-11. WC has chosen to participate in optional grades.

Format Overview

● All writing assessments, required grades 5, 8, and 11 and additional grades, will be online.

● All required and additional grades assessed in February will be centrally scored.

● Testing done on MIST Literacy Portal.

Assessment Design

Emphasizes:● Reading and comprehending grade-level

complex text● Writing in response to sources - include

textual evidence into analysis or argument

Modeled after PARCC Research Simulation Task (RST)

● Two complex informational tasks● Texts will cover social studies and science

topics● Students will write two essays:

○ One prose constructed response about the first text. The essay will be an analytical summary.

○ One prose constructed response analytical essay about both texts. The essay will be informational/explanatory or argumentative.

Research Simulation Task

Mimics a research project; its purpose is to assess a student’s ability to read multiple texts on the same topic and synthesize the information into a coherent idea or argument.

Review Scores/Provide instruction

● You may choose to adjust your instruction based on a review of the scores from 2013.

● Focus/Organization (5th) -relevant introduction, effective organizational strategies to

group related information, establishes relationships with ideas and concepts, effective and relevant conclusion

● Support/Elaboration (8th and 11th) -selecting relevant and significant details and ideas from

text, supporting claims and explanations with specific evidence from texts, synthesizing textual evidence from multiple sources into a coherent explanation or argument

Sample writing tasks/Revised rubrics

Use TNCore resources

Review PARCC samples

Focus on writing standards

Jr/Sr High Writing Information

Everyone can help improve student writing!

How will CC affect teaching in TN?

How can all 7 - 12 teachers teach literacy?

All teachers can use LDC Template Tasks in conjunction with appropriate Informational Tasks.

Literacy Design Collaborative (LDC)

LDC Template includes:

Each LDC template task includes the following components:

Template Prompt - a shell statement that allows teachers to fill-in-the-blanks with content and type of products and charges students with a task—what students should do and what product they should produce.

Generic Scoring Rubric - describes and connects demands and qualities established by the common core standards with the student product.

LDC Template

[Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, etc.) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from the text(s). *What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

Rubric

[I

Sample items

See handouts for specific examples

Why we need to change?

“We are currently preparing students for jobsthat don’t yet exist, using technologies that haven’t

been invented, in order to solve problems we don’t even know are problems yet.”

“If we could teach our students one thing by the end of our time with them, it would be the ability to think, reason, and solve problems - not necessarily math problems, but life problems.”